Research articleThe beneficial effects of game-based exercise using age-appropriate tennis lessons on the executive functions of 6-12-year-old children

- We examined the effects of tennis play on executive functions (EFs) in children.
- A single 50 min session of tennis play improved EFs of children.
- A single session of game-based exercise improved EFs more than repetitive exercise.
- The short-term EF benefit might be useful for the class immediately after exercise.
- Perhaps more extended practice playing tennis might be useful for EF development.

This study evaluated the effects of two different types of tennis lessons-those involving a technique-based approach (TBA) and those involving a game-based approach (PLAY + STAY [P + S])-on the executive functions (EFs) of junior tennis players. Eighty-one tennis players (6-12 years old) were recruited and assigned to one of three groups: TBA, P + S, or watching TV (CONT). Subjects completed evaluations of EFs (inhibitory control, working memory, and cognitive flexibility) before and after 50 min programs. The overall score for EFs improved significantly for both the P + S and TBA groups but not for the CONT group; indeed the CONT group showed no improvement in overall EFs. Furthermore, the overall EF score improved more for P + S participants than for those in TBA. Looking at components of EFs, the pattern for inhibitory control reflected the pattern for the overall EF index: Improvement in the P + S and TBA groups but not in the CONT group. Only the P + S group improved in working memory. Thus, playing tennis and practicing isolated tennis skills both improved EFs of junior players more than did watching TV, and game-based tennis lessons seem to hold more promise for improving EFs than drills of tennis skills.